USA > Massachusetts > Middlesex County > Melrose > City of Melrose annual report 1851-1866 > Part 21
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With regard to spelling, our schools should aim at perfection, if such a thing be possible, with the peculiarities of our language. The eye should become so familiar with the form of words as readily to detect mistakes from their unusual appearance. This can only be ac- complished by writing words from dictation - oral instruction, alone, never making a perfect speller.
The daily practice of writing sentences adapted to the capacity of the pupils, would also help them to understand the meaning and defi- nitions of subsequent text-books. If such exercises were well con- ducted, and systematically carried out, nearly all might be taught that we require in written or spoken language. Not only spelling, but grammar, definitions of words, the habit of expressing thought in plain and correct language, the art of punctuation, generally ignored, but as much a part of finished writing as the words themselves, would all be taught, and taught practically.
Arithmetic, requiring the exercise of the reasoning powers, is often commenced too early. The recitations appear frequently to be by
30
REPORT OF THE SCHOOL COMMITTEE.
rote, the minds of the younger scholars not being sufficiently matured to understand the reasoning which determines the process.
We would here recommend more attention to the placing of prob- lems upon the blackboard. Not only should the figures be neatly and distinctly drawn, but the process of solution be apparent from the systematic connection of the work.
Geography consists too much of statistical facts, and names heard only in school. Its leading ideas can be best taught through the eye. What the dictionary is to the student of language, the globe should be to the learner in geography. Nothing else fixes so definitely in the mind the form and position of countries. Map-drawing, also, is beneficial, and all our scholars should be trained to draw any of the principal features of continents and states from memory.
Under the head of practical subjects we place Penmanship, con- sidering a good handwriting valuable either to the student or busi- ness man. Yet we doubt if five can be found among the last gradu- ates of our grammar schools, capable of writing a friendly or business letter in a fair, legible hand ; we will say nothing of the spelling, grammar, or punctuation. Even in the High School, sufficient atten- tion is not paid to the proper holding of the pen, the position of the book, and the imitation of the copy.
Two lines written with extreme care, daily, would eventually secure the desired result. Now the pupil hurries over the paper without benefit, and some of our teachers appear to look upon the lesson as something outside of their regular duties. They would, probably, dislike to have visitors judge of their ability, by the progress (?) shown in the writing-books. Yet it is a branch in which improve- ment is visible to the most casual observer, if any be made.
There is a method of leading the pupil by successive steps to the skilful use of the pen. It consists in first making letters upon the slate, beginning with the printed and ending with the written char- acters. Paper subsequently takes the place of the slate, the pen succeeding the pencil. Simple lessons in drawing also train the hand and eye to guide the pen. The latter is, also, a pleasing exercise, and, being mostly manual in its labor, relieves the mind from the weariness of continued mental application. Experience shows that children write better, with the same instruction, who devote a part of the time to drawing.
The same copy-books should be required throughout the schools, and more attention be given to the details of good penmanship. There is no satisfactory reason why the last page in writing should not be equal to the first.
31
REPORT OF THE SCHOOL COMMITTEE.
We would here recommend more oral instruction than we have witnessed. It is stated that most of the instruction in Prussia is of this nature, but few books being in the hands of the scholars. The asking of stereotyped questions, and hearing them answered accord- ing to the book, can hardly be called teaching. To teach properly, explanations must be given, illustrations presented, and various methods used to convey ideas to the mind. In all text-books, many relations are said to exist, many things are stated to be, without any given reason. These reasons should frequently be presented by the teacher, briefly, and in language suited to the comprehension of the learner. The impression made is, oftentimes, most lasting.
At present, it is by no means uncommon to find scholars able to answer questions put in the language of the lessons, but unable to recognize the same principle in questions of a different form. Oral instruction leads the pupil to depend upon himself, rather than upon the teacher, and by conducing to thoroughness, causes the scholar to have confidence in his own powers.
We think the following article from the Scientific American, worthy of insertion.
" HOURS OF STUDY .- A very remarkable pamphlet has recently made its appear- ance in England, containing statements of facts that ought to command the attention of the civilized world. The pamphlet is written by E. Chadwick, Esq., C. B., and published pursuant to an address of the House of Lords. The subject of this pamphlet is education, and it is devoted to the discussion of three mat- ters - the organization of schools, the hours of study, and physical training. Our attention has been arrested by Mr. Chadwick's statement of facts in connection with the second of these three subjects - the hours of study :
" ' Struck by the frightful disproportion between the powers of childish attention and the length of school-hours, he has directed questions to many distinguished teachers. Mr. Donaldson, head master of the Training College of Glasgow, states that the limits of voluntary and intelligent attention are, with children of from 5 to 7 years, about 15 minutes ; from 7 to 10 years of age, about 20 minutes ; from 10 to 12 years of age, about 55 minutes ; from 12 to 16 or 18 years of age, about 30 minutes ;' and continues : ' I have repeatedly obtained a bright, voluntary attention from each of these classes, for 5 or 10 or 15 minutes more, but I observed it was always at the expense of the succeeding lesson.'
" The Rev. J. A. Morrison, Rector of the same College, speaking on the same subject, says :
""' I will undertake to teach one hundred children, in three hours a day, as much as they can· by possibility receive ; and I hold it to be an axiom in educa- tion, that no lesson has been given until it has been received. As soon, therefore, as the receiving power of the children is exhausted, anything given is useless ;
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REPORT OF THE SCHOOL COMMITTEE.
nay, injurious, inasmuch as you thereby weaken instead of strengthening the receiving power. This ought to be a first principle in education. I doubt it is seldom acted on.'
" The truth of these pregnant remarks is made more and more evident by the testimony of all competent witnesses. We respectfully submit to all school-com- missioners, teachers, and parents who may read these statements, that they are not of a character to be glanced at and tossed aside, but are worthy of being thought of and acted upon. From Carlyle's pictures of German schools, and from all descriptions of the English schools, there is no doubt that in both those countries there is a lamentable want of understanding on the part of scholars of the sub- jects which they attempt to learn. The matter is still worse in France and Austria, and it is the prominent vice which pervades the whole American system of education.
" Our failure to secure an understanding of the things which we try to teach is, doubtless, in part owing to the fact that we endeavor to teach too much in a given time, but it is also in part attributable to the circumstances that we waste more than three-fourths of the time trying to impart ideas when the mind of the pupil is not in a condition to receive them.
" This journal has, heretofore, advocated the practice of having recesses in schools, of ten or fifteen minutes every liour; but, from the experience of the oldest and ablest teachers in Great Britain, it seems that the recesses ought to be granted even to the oldest scholars, as often as once in half an hour. A teacher might as well expend his efforts upon carved wooden images of children as upon scholars after their minds are tired out."
MORAL EDUCATION.
The following is the language of the Statutes of the Common- wealth requiring moral instruction in the schools :
" It shall be the duty of the president, professors, and tutors of the University of Cambridge, and of the several colleges, and of all preceptors and teachers of academies, and all other instructors of youth, to exert their best endeavors to impress on the minds of children and youth committed to their care and instruction, the prin- ciples of piety, justice, and a sacred regard to truth, love to their country, humanity and universal benevolence, sobriety, industry, and frugality, chastity, moderation, and temperance, and those other virtues, which are the ornament of human society, and the basis upon which a republican constitution is founded ; and it shall be the duty of such instructors to endeavor to lead their pupils, as their ages and capacities will admit, into a clear understanding of the tendency of the above-mentioned virtues to preserve and perfect a republican constitution, and secure the blessings of liberty, as well as to promote their future happiness, and also to point out to them the evil ten dency of the opposite vices."
33
REPORT OF THE SCHOOL COMMITTEE.
The manner of giving such instruction is left to the judgment of instructors. It may be added that punctuality, promptness, and systematic teaching, all contribute to form character. We recom- mend our teachers, also, to reconsider the common plan of making children reporters of their own misdeeds. The moral sense is none too strong in youth, and where punishment can be easily escaped by falsehood, there is a natural tendency to create a vicious habit, diffi- cult of eradication. Teachers are the best judges, also, of the conduct of their pupils, and errors should rather be noticed at the time they occur, than be summed up by the offender at the close of the session. The memory, judgment, and honesty of the delinquent may all be at fault.
GENERAL REMARKS.
It is a frequent remark of parents that their children do not appear to be making sufficient progress; that they are not so far advanced as scholars of the same age in the city. The latter state- ment is undoubtedly true, and is partly caused by the necessarily imperfect classifications of our schools, compared with those of larger places. Our primary schools contain the beginner and those who have been under discipline for several years. The grammar depart- ments, also, contain classes requiring different restraints and different culture. Thus divided by conflicting claims, the labor of the teacher is less efficient than if devoted to a single class.
Another cause is the irregular attendance of pupils. We cannot do better than give here the substance of a note from the Principal of our High School, relating to this subject. He says : "By exam- ining the records of attendance of any of the schools, it will be at once evident who are the scholars who occupy the most creditable positions in their several classes. In almost all cases, those who are constant in attendance occupy those places, while it very seldom happens that those who are irregular in this respect are sufficiently conscientious to make up the omitted recitations, and place them- selves on a level with others of their class. The effect on the scholar is bad, as he forms a habit of entering his class with a conscious- ness of his ignorance of subjects familiar to the rest of the class. Aware of his want of knowledge, he becomes careless both in the preparation and recitation of all lessons. Nor does the evil stop here; it extends to the class. The deficiency is noticed by others,
E
34
REPORT OF THE SCHOOL COMMITTEE.
and as it is easier to follow a bad example than a good one, careless preparation of lessons becomes the rule and not the exception. It discourages the teacher, who is conscious that there are topics known to a portion of the class of which the rest are ignorant. He has no longer a class of equal attainments, but a collection of individuals in different stages of progress. The whole fault rests with the parents, in granting the frivolous requests of their children for permission to be absent or dismissed from school."
Still another hinderance to the steady progress of our schools is the frequent change of teachers, followed by different methods of instruction, and different ideas of discipline. "As is the teacher, so is the school." The Committee have, during the past year, given the preference, in the filling of vacancies, to experienced and educated candidates; those who were prepared for the work.
Laboring during the past year for the good of the schools, the Committee have frequently regretted that other duties required most of their attention. They have felt that a deep responsibility rested upon them, in view of the importance rightly attached to our public institutions of learning. It has been their aim to assist the teachers, and the latter have seemed desirous of advice, and anxious to excel. It affords the Committee great pleasure to be able to state, that, compared with the past, our schools were never in a more prosperous condition, or giving more promise of increased usefulness in the future.
It is true, complaints against teachers are made from time to time ; complaints frequently founded upon ignorance or thoughtlessness of the conditions necessary to keep schools in their integrity and useful- ness. For instance, parents forget that order is indispensable to suc- cessful study, and that children must be under restraint at school, if not at home. It is, undoubtedly, the highest proof of excellence in a teacher to be able to secure obedience by mild measures; still, order must be maintained. Order, during the past year, has generally grown out of love rather than fear, and there have been few or no severe contests between pupil and teacher for supremacy.
Parents should remember that their aid and sympathy are abso- lutely necessary for the success of an instructor. They should visit the schools, converse with the teachers, and judge of the conduct of their children more from personal observation, than from hearsay. They should pay no attention to trifling complaints, or express in the presence of the pupil unfavorable opinions of a school or its teacher. Children, frequently, have the most dislike to the teacher who insists
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REPORT OF THE SCHOOL COMMITTEE.
upon faithful discharge of duty, and they learn to strongly color statements given to sympathizing listeners. If evil exists it can be remedied without placing the pupil in antagonism to the school.
In conclusion, the Committee would state that the following reports of the several schools are founded upon frequent visits, each partaking of the nature of an examination, more than upon the late public exhibitions. It has been their object, in their weekly visits, to point out, directly or indirectly, what should be taught, and to ascer- tain, as far as possible, the capabilities of the pupils. Public exam- inations, at the close of each term, would, undoubtedly, be beneficial, tending to strengthen confidence, and compel thorough reviews of past lessons.
VINTON-STREET PRIMARY.
SUSAN A. MORRILL, Teacher.
Under the instruction of Miss Morrill, who took charge of the school at the commencement of the year, creditable progress has been made both in knowledge and discipline. The securing of the latter has occasioned some few complaints, but we believe parents are now satisfied that the teacher is interested in her school, and the children profiting by her labors.
The whole number of pupils has been 51, 56, 63, and 50, for the several terms, the percentage of the whole year being 75.5. From the report of last year, we see that the school has increased both in numbers and in the average of attendance.
CENTRE PRIMARY.
HELEN A. NORRIS, Teacher.
This school still retains the teacher of last year, and is in a most prosperous condition. Containing, as all our primary schools do, children of a tender age, considerable attention has been paid to exercises calculated both to amuse and instruct. This idea we should like to see more fully carried out in every department of public instruction, the note we have appended to the report upon " hours of study," showing the necessity of such relaxation.
The attendance has been 51, 51, 50, and 66, for the several terms. The percentage for the year, 81.
36
REPORT OF THE SCHOOL COMMITTEE.
GREEN-STREET PRIMARY.
ANNA M. BROWN, Teacher.
A new teacher has removed some of the sources of complaint made against this school, and it now bids fair to take a leading position among our primary institutions. No greater mistake can be made than to suppose any one is qualified to teach a primary school. It needs peculiar tact and talent to interest and instruct the youngest pupils, and whatever is done at the commencement of school educa- tion should be done thoroughly, yet judiciously.
The attendance has been 36, 29, 39, 34, for the several terms, the average for the year being 82 per cent - a gain of 8 per cent over the year previous.
LYNDE-STREET PRIMARY.
M. E. PUTNAM, Teacher.
This school contains older scholars than some of the primary schools, the average age of the pupils being over 8 years, that of the Vinton-Street Primary being 6.8. As a consequence, greater pro- gress has been made in some studies than we find in other schools of our town of the same grade.
The Committee were fortunate in securing the services of a teacher of long experience to take the place of Miss Perry, who resigned at the close of the third term, and the school has suffered no injury from the change.
The average number of pupils, for the year, has been 59, the per- centage of attendance being 72.
UPHAM-STREET SCHOOL.
CHRISTIANA UPHAM, Teacher.
A great lack of thoroughness is apparent in the recitations of this school. The alleged irregular attendance does not seem sufficient to account for the various defects noticed. A teacher is needed who
37
REPORT OF THE SCHOOL COMMITTEE.
can overcome the obstacles under which the school undoubtedly labors, and inspire the scholars with the desire to excel.
The attendance has been 52, 45, 53, and 48, the average number present being 36, or 72 per cent.
HIGHLAND SCHOOL.
KATE E. COLBURN, Teacher.
This school, embracing scholars of very different ages, has some of the same difficulties to contend against as the one previous named, yet it has no superior for thoroughness in our whole list of schools. Complaint has been made that the latter quality is carried to excess ; but we think less future evil will result from this error, if such exists, than from teaching of an opposite character.
The attendance has been 38, 44, 33, and 43, for the several terms, the percentage of attendance being 86- a gain of 5 per cent above last year.
VINTON-STREET INTERMEDIATE.
JENNIE L. CRIE, Teacher.
So far as the public examinations were concerned, the friends of this school have witnessed a decided improvement over that of last year. Although suffering one term from the absence of the regular teacher, in consequence of sickness, commendable progress has been made in all the studies, and the school promises to take its proper place in the grammar department.
Henceforth it will be known as a grammar school, and parents residing in the vicinity will have no inducement to send their children the long distance hitherto thought necessary. The studies will be the same as in the Lynde and Green-street schools, and pupils will be qualified to graduate for the High School.
Attendance 50, 46, 46, 47, for the several terms, the average being 84 per cent.
GREEN-STREET GRAMMAR.
Miss A. R. Poor, the former teacher of this school, resigned, for a more lucrative position, near the close of the last term, and the annual examination was, consequently, less brilliant than the one a
38
REPORT OF THE SCHOOL COMMITTEE.
year ago. While the Committee regret the loss of so faithful and competent a teacher, they believe her successor will be able to sus- tain the high position this school has hitherto held.
Attendance 47, 47, 44, and 37, -a gain of 10 per cent over last year. The average attendance has been 86 per cent.
LYNDE-STREET GRAMMAR.
PHIEBE A. NORRIS, Teacher.
The Committee can say of this school as was said in the last report, that "the labor has been well and satisfactorily performed." No school in our town manifests more of that influence which a pleasant, earnest, and faithful teacher exerts upon her pupils. The disposition of a teacher is reflected in the faces of her scholars, and no visitor can enter this school without being assured that the guiding power is kindness, and the result a silent witness to the efficiency of love between teacher and scholar.
The attendance has been 45, 42, 41, and 42, for the several terms. Average attendance 89 per cent.
THE HIGH SCHOOL.
MR. EDWARD PARKER, Jun., Principal. MISS ZOE A. NOYES, Assistant.
Under the same instructors as last year, this school has continued to progress in the various studies taught. Thoroughness is the motto, and the results bear evidence of the faithful labors of the teachers. The Principal complains that the requirements for admis- sion have not been sufficiently defined, so as to give him classes capable of working together, and qualified to do justice to the system he would like to adopt.
In past years, there has been a necessity of filling this school, to relieve the grammar departments. This necessity may have oper- ated against the full measure of its usefulness. By the statement appended, it will be seen the attendance is much larger than last year. If the school maintains its position, it will be impossible to admit, hereafter, many more than the number graduating.
39
REPORT OF THE SCHOOL COMMITTEE.
The usefulness of the school will be enhanced, the coming year, by the aid of apparatus needed to illustrate the studies taught. Al- though but a small beginning, the list of articles can be increased from time to time, as suitable accommodations are provided, until this school, at least, has apparatus necessary for its proper ad- vancement.
The attendance for the several terms has been 70, 60, 59, and 51, or an average of 60, being a gain of 36 per cent over the attendance of last year. The average number present has been 87 per cent of the whole .*
FINANCES.
Town appropriation, .
. $4,000.00
Received from the State School Fund,
100.82
Received from the Town of Stoneham,
24.95
$4,125.77
EXPENSES.
Teachers' salaries,
$2,944.68
Fuel,
224.40
Care of rooms,
277.17
Contingent expenses,
206.60
Apparatus,
46.89
Superintendence of schools,
132.00
$3831.74
Balance unexpended, $294.03
It is estimated that the sum of four thousand dollars will suffice to meet the expenses of the coming year.
Respectfully submitted,
E. O. PHINNEY,
School
LUTHER ROBINSON, Committee.
C. H. ISBURGH,
* The true percentage is 912. According to the method required by the State registers, a school of 60 scholars, having four enter near the close of the term, has an average attendance of only 95 per cent, although no absences have occurred during the term. The transfer of scholars from one school to another, has the effect of reducing the attendance of both schools.
The school registers have not been properly kept, in many instances. The absences are not recorded, and it is impossible to tell if the results given are correct. The number of days of the last term, for instance, vary from 61 to 78, making quite a difference in the average attendance.
VALUATION OF PROPERTY
IN THE
TOWN OF MELROSE.
ASSESSED MAY 1, 1861.
VALUE OF PERSONAL AND REAL ESTATES.
POLLS.
REAL ESTATE.
PERS'L ESTATE.
TOTALS.
Residents
618
$998,395.00
Non-residents
289,671.00
$134,619.00 135.00
$1,133,014.00 289,806.00
Totals
618
$1,288,066.00
$134,754.00
$1,422,820.00
TOWN GRANT
$11,960.00
COUNTY TAX
1,403.15
STATE
"
483.00
OVERLAYS
500.00
$14,346.15
POLL TAX FOR TOWN, COUNTY, AND STATE
$1.50
HIGHWAY TAX
36
$1.86
RATE, $9.50 PER $1,000.
VALUATION AND TAXES.
RESIDENTS.
NAME, AND
Poll.
Value of Real.
Tax on Real.
Value of Person'l.
Tax on Personal.
Total.
Abatements.
ADAMS, J. W. . House and 11,285 ft. land, Sumner st., $2,050.
ADAMS, NANCY M. . 1 share Lowell & Lawrence R. R., $90.
ALLEN, WM. H.
1.86
2,650
27.03
.
·
·
.
29.68
2.14
ALLEN, JOHN, heirs of . · House, barn, shed, and 2} a. land, Green st., $3,125. ALDEN, D. A. House and 6,742 ft. land, . Myrtle st., $1,750. ANDREWS, J. L.
1.86
1,525
14.49
· .
.
16.35
House, barn, and 5,000 ft. land, Hurd st., $1,525. APTHROP, J. T. .
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